Howard Gardner's Theory of Multiple Intelligence and the Implications for Gifted Education
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University of Northern Iowa UNI ScholarWorks Graduate Research Papers Student Work 2001 Howard Gardner's theory of multiple intelligence and the implications for gifted education Cynthia Fell University of Northern Iowa Let us know how access to this document benefits ouy Copyright ©2001 Cynthia Fell Follow this and additional works at: https://scholarworks.uni.edu/grp Part of the Curriculum and Instruction Commons, Educational Psychology Commons, and the Gifted Education Commons Recommended Citation Fell, Cynthia, "Howard Gardner's theory of multiple intelligence and the implications for gifted education" (2001). Graduate Research Papers. 604. https://scholarworks.uni.edu/grp/604 This Open Access Graduate Research Paper is brought to you for free and open access by the Student Work at UNI ScholarWorks. It has been accepted for inclusion in Graduate Research Papers by an authorized administrator of UNI ScholarWorks. For more information, please contact [email protected]. Howard Gardner's theory of multiple intelligence and the implications for gifted education Abstract This article, to be submitted to the national journal, Gifted Child Today, explores how Howard Gardner's Multiple Intelligences Theory (MI) specifically affects the development and delivery of gifted education. Included are discussions of the definitions on MI and giftedness programming and how each approach identification, curriculum and instruction. Three popular gifted education models are viewed through the lens of MI are Autonomous Learner Model (ALM), Talent Identification and Development in Education (TIDE) and Three Ring Conception of Giftedness. This open access graduate research paper is available at UNI ScholarWorks: https://scholarworks.uni.edu/grp/604 Howard Gardner's Theory of Multiple Intelligence and the Implications for Gifted Education A Graduate Review Submitted to the Division of Gifted Education Department of Curriculum and Instruction in Partial Fulfillment of the Requirements for the Degree Master of Arts in Education UNIVERSITY OF NORTHERN IOWA by Cynthia Fell August, 2001 This Research Article by: Cynthia Fell Titled: Howard Gardner's Theory of Multiple Intelligences and the Implications for Gifted Education has been approved as meeting the research requirement for the Degree of Master of Arts in Education. Sharon E. Smaldino for Barbara O'Donnell Graduate Faculty Reader Donna Schumacher-Douglas Graduate Faculty Reader Rick Traw l'f ead, Department of Curriculum and ii Abstract This article, to be submitted to the national journal, Gifted Child Today, explores how Howard Gardner's Multiple Intelligences Theory (MI) specifically affects the development and delivery of gifted education. Included are discussions of the definitions on MI and giftedness programming and how each approach identification, curriculum and instruction. Three popular gifted education models are viewed through the lens of MI are Autonomous Learner Model (ALM), Talent Identification and Development in Education (TIDE) and Three Ring Conception of Giftedness. iii Table of Contents Introduction ................................................................................... 1 An Overview of the Multiple Intelligences Theory .............................. 2 Research to Support the Theory of Multiple Intelligences .................. 5 Critical Review of the Theory Multiple Intelligences .......................... 8 Application into Educational Methods ............................................ 11 Application into Gifted Educational Methods ................................... 13 Exploration of Three Gifted Programs Models .................................. 15 Reflections, Conclusions & Recommendations ................................. 33 References .................................................................................... 39 Appendixes ................................................................................... 46 iv Howard Gardner's Theory of Multiple Intelligence and the Implications for Gifted Education A Graduate Research Journal Article Submitted to the Division of Gifted Education Department of Curriculum and Instruction in Partial Fulfillment of the Requirements for the Degree Master of Arts in Education UNIVERSITY OF NORTHERN IOWA by Cynthia Fell Gifted Coordinator Work Address and Phone St. Ansgar Community School 641-713-4271 FAX: 641-714-2449 e-mail: [email protected] Home Address and Phone Box 334 St. Ansgar, Iowa 504 72 641-713-4608 e-mail: [email protected] St. Ansgar, Iowa 504 72 V Howard Gardner's Theory of Multiple Intelligence and the Implications for Gifted Education by Cynthia Fell University of Northern Iowa August, 2001 vi - I - Howard Gardner's Theory of Multiple Intelligence and the Implications for Gifted Education "Multiple Intelligences is the cure!" "Multiple Intelligences is the answer for our gifted program!" "All kids are gifted!" Statements like these have echoed through the halls of schools across America and beyond as teachers and administrators tackle the task of providing appropriate education for gifted students. In 1972, a report by the U.S. commissioner of education stated that only 4% of gifted students received special services and half of the superintendents surveyed reported that they had no gifted students in their schools (Winner, 1996). In 1996, the reactions from teachers and administrators were at the opposite end of the spectrum, reporting that all of their students are gifted. (Winner, 1996) The educational community has been asked to provide meaningful methods of identification, instruction, and curriculum development for the gifted population, but the journey has not always been smooth. With the evolution of Howard Gardner's Theory of Multiple Intelligences (MI), educators continue to explore the influences this theory has on the delivery of educational services in schools. This article includes an examination of how MI specifically affects the development and delivery of gifted education and intends to give meaning to educating our brightest students. - 2 - Howard Gardner's Theory This examination of MI is accomplished by reviewing three gifted educational models: Autonomous Learner Model (ALM) (Betts, 1999), Talent Identification and Development in Education (TIDE) (Feldhusen, 1995), and Three Rings of Giftedness (Renzulli, 1998a). It will examine the methods of identification, curriculum, and instruction as seen through the lens of Ml. To understand where we are and where we are going, we first need to see where we have been. An Overview of the Multiple Intelligences Theory In his book, Frames of the Mind - The Theory of Multiple Intelligences, Gardner ( 1983) puts forth a definition of intelligence as "the ability to solve problems, or to create products, that are valued within one or more cultural settings - a definition that says nothing about either of the sources of these abilities or the proper means of testing them" (p. x). This definition is based on biological, psychological and anthropological evidence and uses eight distinct criteria for an intelligence to be considered. These eight criteria are as follows: 1) Potential isolation (of a particular faculty) by brain damage 2) The existence of idiot savants, prodigies, and other exceptional individuals 3) An identifiable core operation or set of operations - 3 - Howard Gardner's Theory 4) A distinctive developmental history, along with a definable set of expert "end-state" performances 5) An evolutionary history and evolutionary plausibility 6) Support from experimental psychological tasks 7) Support from psychometric findings 8) Susceptibility to encoding in a symbol system. (p. 63-66) There are nine intelligences that have been identified as fitting the criteria stated above. A brief description of each intelligence is listed: (1) Linguistic intelligence is the ability to use language to express thinking and understand other people (Checkley, 1997). (2) "Logical-mathematical intelligence understands three broad interrelated fields: mathematics, science, and logic" (Campbell, Campbell & Dickensen, 1996, p. 35). (3) Spatial intelligence is to think in pictures and to perceive the visual world accurately in three dimensions (Shearer, 1999). (4) Bodily-kinesthetic intelligence is the ability to control one's body movements and to handle objects skillfully (Armstrong, 1999). (5) "Musical intelligence is the capacity to think in music, to be able to hear patterns, recognize them, remember them, and perhaps manipulate them" (Checkley, 1997, p. 12). (6) "Interpersonal intelligence is the capacity to understand and interact effectively with others" (Campbell, Campbell & Dickensen, 1996, p. xvi). -4- Howard Gardner's Theory (7) "Intrapersonal intelligence is to think about and understand one's self. To be aware of one's strengths and weaknesses and to plan effectively to achieve personal goals" (Shearer, 1999, para. 7). (8) Naturalist intelligence "has to do with observing, understanding and organizing patterns in the natural environment" (Campbell, 1997, para. 2). (9) Spiritual/ existential intelligence is a form of intelligence that asks questions about existence. It enables those "to think about things too large or too small to see" (Price, 1998, para. 9). In his book, Multiple Intelligences - The Theory in Practice, Gardner (1993) further expands his definition: Intelligence is a biopsychololgical potential. Whether or not and in what respects an individual may be deemed intelligent is a product in the first instance of